Supporting Cross-Content Literacy Development in Professional Learning Communities
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| Title: | Supporting Cross-Content Literacy Development in Professional Learning Communities |
|---|---|
| Language: | English |
| Authors: | Amanda Jo Ponder |
| Source: | English in Texas. 2025 55(1):21-27. |
| Availability: | Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Secondary Schools, Literacy Education, Communities of Practice, Interdisciplinary Approach, Educational Practices, Secondary School Teachers, Achievement Tests, Educational Strategies, Educational Improvement, Faculty Development, Teacher Collaboration |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | State of Texas Assessments of Academic Readiness (STAAR) |
| ISSN: | 0425-0508 |
| Abstract: | Lower reading and literacy skills are endemic in almost all secondary schools. Reasons for decreased literacy skills are numerous and varied, from changes in elementary literacy instructional focuses (whole language versus phonics), the foundational misunderstanding between reading and literacy, and the emergence and overreliance on social media as an entertainment and learning platform. Regardless of causation, there are practices that campuses and districts can support to develop and strengthen literacy instruction in multiple content areas. This essay presents the campus plan for cross-content professional learning communities (PLCs) to strengthen literacy practices and implementation in all discipline areas to affect student reading skills regardless of content. Higher student outcomes, stronger teacher beliefs about instruction and success, and an overall change in the campus culture are possible results of making the change to a multi content PLC that focuses on explicit literacy practices and strategies. It will similarly affect the campus hiring and retention process by targeting specific teacher skills and attributes during the interview as well as retaining novice and experienced teachers because of the professional and collaborative environment of the campus. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483585 |
| Database: | ERIC |
| Abstract: | Lower reading and literacy skills are endemic in almost all secondary schools. Reasons for decreased literacy skills are numerous and varied, from changes in elementary literacy instructional focuses (whole language versus phonics), the foundational misunderstanding between reading and literacy, and the emergence and overreliance on social media as an entertainment and learning platform. Regardless of causation, there are practices that campuses and districts can support to develop and strengthen literacy instruction in multiple content areas. This essay presents the campus plan for cross-content professional learning communities (PLCs) to strengthen literacy practices and implementation in all discipline areas to affect student reading skills regardless of content. Higher student outcomes, stronger teacher beliefs about instruction and success, and an overall change in the campus culture are possible results of making the change to a multi content PLC that focuses on explicit literacy practices and strategies. It will similarly affect the campus hiring and retention process by targeting specific teacher skills and attributes during the interview as well as retaining novice and experienced teachers because of the professional and collaborative environment of the campus. |
|---|---|
| ISSN: | 0425-0508 |
